scholarly journals Assessing the scholar CanMEDS role in residents using critical appraisal techniques

2013 ◽  
Vol 4 (1) ◽  
pp. e81-e85
Author(s):  
Aliya Kassam ◽  
Tyrone Donnon ◽  
Michele Cowan ◽  
Joanne Todesco
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Critical Appraisal ◽  
Postgraduate Medical Education ◽  
Global Score ◽  
Paired Sample ◽  
Canmeds Role ◽  
Internal Medicine Residents ◽  
Junior Residents ◽  
Global Mean

Background: In this brief report, we describe two ways in which we assessed the Scholar CanMEDS role using a method to measure residents’ ability to complete a critical appraisal.  These were incorporated into a modified OSCE format where two stations consisted of 1) critically appraising an article and 2) critiquing an abstract.Method: Residents were invited to participate in the CanMEDS In-Training Exam (CITE) through the Office of Postgraduate Medical Education. Mean scores for the two Scholar stations were calculated using the number of correct responses out of 10. The global score represented the examiner’s overall impression of the resident’s knowledge and effort.  Correlations between scores are also presented between the two Scholar stations and a paired sample t-test comparing the global mean scores of the two stations was also performed.Results: Sixty-three of the 64 residents registered to complete the CanMEDS In-Training Exam including the two Scholar stations.  There were no significant differences between the global scores of the Scholar stations showing that the overall knowledge and effort of the residents was similar across both stations (3.8 vs. 3.5, p = 0.13).  The correlation between the total mean scores of both stations (inter-station reliability) was also non-significant (r = 0.05, p = 0.67).  No significant differences between senior residents and junior residents were detected or between internal medicine residents and non-internal medicine residents.Conclusion: Further testing of these stations is needed and other novel ways of assessing the Scholar role competencies should also be investigated.

scholarly journals Internal medicine residents identify gaps in medical education on outpatient referrals

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Masha J. Slavin ◽  
Mangala Rajan ◽  
Lisa M. Kern
Keyword(s):  
Internal Medicine ◽  
New York ◽  
Medical Education ◽  
Clinical Information ◽  
Ambulatory Setting ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Internal Medicine Residents ◽  
Strongly Agree ◽  
Residents Attitudes

Abstract Background Relevant clinical information is often missing when a patient sees a specialist after being referred by another physician in the ambulatory setting. This can result in missed or delayed diagnoses, delayed treatment, unnecessary testing, and drug interactions. Residents’ attitudes toward providing clinical information at the time of referral and their perspectives toward training on referral skills are not clear. We sought to assess internal medicine residents’ attitudes toward and experiences with outpatient referrals. Methods We conducted a cross-sectional survey in October–December 2018 of all internal medicine interns and residents affiliated with a large, urban internal medicine residency program in New York, NY. We used a novel survey instrument that included 13 questions about attitudes toward and experiences with outpatient referrals. We used descriptive statistics to characterize the results. Results Overall, 122 of 132 residents participated (92% response rate). Respondents were approximately equally distributed across post-graduate years 1–3. Although 83% of residents reported that it is “always” important to provide the clinical reason for a referral, only 11% stated that they “always” provide a sufficient amount of clinical information for the consulting provider when making a referral. Only 9% of residents “strongly agree” that residency provides sufficient training in knowing when to refer patients, and only 8% “strongly agree” that residency provides sufficient training in what information to provide the consulting physician. Conclusions These results suggest a substantial discrepancy between the amount of information residents believe they should provide at the time of a referral and the amount they actually provide. Many residents report not receiving adequate training during residency on when to refer patients and what clinical information to provide at the time of referral. Improvements to medical education regarding outpatient referrals are urgently needed.

scholarly journals Chief’s seminar: turning interns into clinicians

F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 213 ◽  
Author(s):  
Christopher Dittus ◽  
Vanya Grover ◽  
Georgia Panagopoulos ◽  
Kenar Jhaveri
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Active Learning ◽  
Small Group ◽  
Clinical Reasoning ◽  
Chief Resident ◽  
Residency Education ◽  
Group Problem ◽  
Learning Techniques ◽  
Internal Medicine Residents

Background: Recent changes in healthcare delivery have necessitated residency education reform. To adapt to these changes, graduate medical education can adopt a chief resident-led clinical curriculum. Chief residents are ideal clinical instructors, as they are recent graduates who have excelled in their residency programs. To effectively use the limited time available for education, chief residents can implement active learning techniques. We present a chief resident-led, small-group, problem-based curriculum for teaching first-year internal medicine residents, and provide preliminary data supporting the efficacy of this approach.Methods: The seminar consisted of 11 4-week modules. Week 1 was a team-based crossword competition. Weeks 2-4 were small-group, problem-based clinical reasoning sessions taught by chief residents. The program was evaluated via pre- and post-module multiple-choice tests. Resident satisfaction data were collected via self-reported, anonymous surveys.Results: Preliminary results revealed a statistically significant increase from pre-test to post-test score for 9 of the 11 modules. The chest pain, fever, abdominal pain, shock, syncope, jaundice, dizziness, anemia, and acute kidney injury modules achieved statistical significance. Additionally, resident satisfaction surveys show that this teaching approach was an enjoyable experience for our residents.Discussion: Our chief seminar is an evidence-based, clinical reasoning approach for graduate medical education that uses active learning techniques. This is an effective and enjoyable method for educating internal medicine residents. Because of its reproducibility, it can be applied throughout residency education.

scholarly journals Scholarly Success Among Internal Medicine Residents in Canada

2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Katarzyna Jerzak MD ◽  
Donald M. Arnold MD MSc ◽  
Shariq Haider MD
Keyword(s):  
Internal Medicine ◽  
Research Training ◽  
Postgraduate Medical Education ◽  
Medical Writing ◽  
Scientific Meeting ◽  
Resident Research ◽  
Internal Medicine Residents ◽  
Research Curriculum ◽  
English Speaking ◽  
Abstract Presentation

Scholar activity is an integral component of postgraduate medical education in Canada. We describe the opportunities in research training among Canadian internal medicine (IM) programs, including program requirements and supportive infrastructure, as well as barriers and enablers of research success. Methods: An email survey was sent to all program directors (PDs) (n = 14) and core IM residents (n = 1119) from English-speaking IM Residency Training Programs in Canada to describe research support and productivity. We evaluated factors associated with achieving an abstract presentation at a scientific meeting or publication of a manuscript in a peer-reviewed journal. Results: A total of 10 of 14 PDs (71%) and 308 of 1119 residents (28%) responded to the survey. Of 10 evaluable programs, 6 had a formal research curriculum and 8 had a mechanism of pairing residents with research mentors. A total of 236 (76%) residents completed a research project during core IM training; of those, 171 (55%) published (n = 84) or presented (n = 150) their research. A mechanism for linking residents with suitable research mentors, instruction on medical writing, and instruction on data analysis were associated with residents' achieving publication in a peer-reviewed journal. Conclusion: Requirements for resident research are variable across Canadian IM programs. Instruction on medical writing and statistics, as well as a mechanism to pair residents with suitable research mentors, contribute to resident research success.

scholarly journals Nurturing 21st century physician knowledge, skills and attitudes with medical home innovations: the wright center for graduate medical education teaching health center curriculum experience

2014 ◽  
Author(s):  
Linda Thomas-Hemak ◽  
Ghanshyam Palamaner Subash Shantha ◽  
Lakshmi Rani Gollamudi ◽  
Jignesh Sheth ◽  
Brian Ebersole ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Health Center ◽  
Graduate Medical Education ◽  
Medical Home ◽  
Statistical Significance ◽  
Patient Centered ◽  
Graduate Medical ◽  
Internal Medicine Residents ◽  
Curricular Innovations

Purpose: Effect of patient centered medical home (PCMH) curriculum interventions on residents’ self-reported and demonstrated knowledge, skills and attitudes (KSA) in PCMH competency arenas is lacking in the literature. This study aimed to assess impact of PCMH curricular innovations on Internal Medicine residents’ self-reported KSA. Method: Twenty four (24) Internal Medicine residents - 12 Traditional (TR) track and 12 Teaching Health Center (THC) track - began training in academic year (AY) 2011 at the Wright Center for Graduate Medical Education (WCGME). They were followed through AY2013 covering three years of training. PCMH curricular innovations were applied beginning July 2011 until May 2012 focally to THC residents. These curricular innovations were spread program wide in May 2012. Semi-annual validated PCMH Clinician Assessments assessing PCMH competencies based on self-reported KSA were started in AY2011 and completed by all residents. Results: Mean self-reported KSA scores of TR residents were similar to THC residents at baseline for all PCMH competencies. In May 2012, mean scores of THC residents were significantly higher than 2011 and graduating 2009 TR residents for most PCMH competencies. After program wide implementation of PCMH innovations, mean scores of 2011 and 2010 TR residents for all PCMH competencies improved and most equalized to those of 2011 THC residents. Globally improved PCMH competency scores of 2011 THC and TR residents were maintained through May 2014, with majority of improvements above baseline reaching statistical significance. Conclusions: PCMH curricular innovations inspired by HRSA’s Teaching Health Center funded residency program expansion quickly and consistently improved Internal Medicine residents’ self-reported KSA of PCMH competencies and improvements were sustained.

scholarly journals Internal medicine residents’ achievement goals and efficacy, emotions, and assessments

2018 ◽  
Vol 9 (4) ◽  
pp. e59-68 ◽  
Author(s):  
Lia Daniels ◽  
Vijay Daniels
Keyword(s):  
Internal Medicine ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Postgraduate Medical Education ◽  
Sense Of Self ◽  
Self Report ◽  
Internal Medicine Residents ◽  
Competency Based ◽  
Approach Goals ◽  
Mastery Approach

Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement goals, and how these relate to their sense of self-efficacy, epistemic emotions, and valuing of formative compared to summative assessments. These outcomes will be important as programs transition more to competency based education that is characterized by ongoing formative assessments.                             Methods: Using a correlational design, we distributed a self-report questionnaire containing 49 items measuring achievement goals, self-efficacy, emotions, and response to assessments to internal medicine residents. We used Pearson correlations to examine associations between all variables.Results: Mastery-approach goals were positively associated with self-efficacy and curiosity and negatively correlated with frustration and anxiety. Mastery-approach goals were associated with a greater value for feedback derived from annual ACP exams, end-of-rotation written exams, and annual OSCEs. Performance-approach goals were only associated with valuing ACP exams.Conclusion: Mastery-approach goals were associated with self-efficacy and epistemic emotions among residents, two constructs that facilitate autonomous learning. Residents with mastery-approach goals also appeared to value a wider range of types of assessment data. This profile will likely be beneficial for learners in a competency-based environment that involves high levels of formative feedback.

scholarly journals The Pivotal Role of Host Organizations in Enhancing Mentoring in Internal Medicine: A Scoping Review

2020 ◽  
Vol 7 ◽  
pp. 238212052095664
Author(s):  
Elisha Wan Ying Chia ◽  
Kuang Teck Tay ◽  
Shiwei Xiao ◽  
Yao Hao Teo ◽  
Yun Ting Ong ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Professional Development ◽  
Medical Education ◽  
Scoping Review ◽  
Healthcare Professionals ◽  
Postgraduate Medical Education ◽  
Mentoring Programs ◽  
Methodological Framework ◽  
Host Organization

In undergraduate and postgraduate medical education, mentoring offers personalized training and plays a key role in continuing medical education and the professional development of healthcare professionals. However, poor structuring of the mentoring process has been attributed to failings of the host organization and, as such, we have conducted a scoping review on the role of the host organization in mentoring programs. Guided by Levac et al’s methodological framework and a combination of thematic and content analysis, this scoping review identifies their “defining” and secondary roles. Whilst the “defining” role of the host is to set standards, nurture, and oversee the mentoring processes and relationships, the secondary roles comprise of supporting patient care and specific responsibilities toward the mentee, mentor, program, and organization itself. Critically, striking a balance between structure and flexibility within the program is important to ensure consistency in the mentoring approach whilst accounting for the changing needs and goals of the mentees and mentors.

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